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Business and Service Telephone Conversations: An Investigation of British English, German, and Italian Encounters
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 35-38 (2015) (2015)
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Impact of Dictionary Use Skills Instruction on Second Language Writing
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 104-132 (2015) (2015)
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23 |
Frames, Footing, and Teacher-Initiated Questions: An Analysis of a Beginning French Class for Adults
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-48 (2015) (2015)
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Exploring Language Assessment and Testing: Language in Action
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 59-62 (2015) (2015)
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25 |
Prosody in the Production and Processing of L2 Spoken Language and Implications for Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 1-20 (2015) (2015)
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26 |
Leo van Lier: A scholar and teacher, a mentor and friend
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 55-56 (2015) (2015)
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27 |
Pragmatic Knowledge and Ability in the Applied Linguistics and Second Language Assessment Literature: A Review
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 1-20 (2015) (2015)
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28 |
Reflections on TCCRISLS 2014: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp i-ii (2015) (2015)
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29 |
Being a Woman: Membership Categorization in Interaction
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 25-28 (2015) (2015)
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Does the L1 have a role in the foreign language classroom? A review of the literature
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 55-80 (2015) (2015)
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Focus on Multilinguilism: Its Potential Contributions to SLA Theory and Research
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 36-38 (2015) (2015)
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Abstract:
Posited as a “holistic” approach to the study of multilingualism and multilingual competence in educational contexts, Focus on Multilingualism (Cenoz & Gorter, 2011) attempts to bring together the fields of (1) second language acquisition (SLA), and (2) bilingualism/ multilingualism studies – both in (a) theory and (b) research methodology. It has even been argued – from a language ecological perspective – that there is more validity to this new approach than its traditional counterparts, given its proximity to the way languages are used in a social context. Specifically, FOM differs from SLA and bilingualism in that it takes into consideration the individual roles as well as the interplay of (i) the multilingual speaker, (ii) the entire linguistic repertoire (i.e., the multiple languages spoken by the learner), and (iii) the context, such as seeing the linguistic landscape as an additional source of language input (see, for example, Cenoz & Gorter, 2008). While this emphasis on the interconnectedness and mutual support across the learner’s different subsystems during the course of development and social interaction may appear somewhat in spirit with the sociocultural and/or complex systems approaches to SLA, FOM apparently gets ahead in that it avoids comparing the competence of multilingual speakers against the benchmarks of the native speaker of the target language(s). As will be illustrated below, while FOM has the potential to supplement current approaches to SLA in certain aspects of theory and research, it unavoidably also has its limitations.
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Keyword:
Applied linguistics; Education; English language; Foreign speakers; Language acquisition; Language learning; Language transfer; Multilingualism; P118-118.7; PE1-3729; Second language acquisition; SLA; Study of language; Teaching language
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URL: https://doi.org/10.7916/D8W09JJ9 https://doaj.org/article/477980873b0e435e9d562e2aa57210ea
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32 |
How Useful are Recasts?: Factors Influencing Their Success and Problems in Testing
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 81-103 (2015) (2015)
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Technology’s Impact on SLA: A Response to Bhatia and Ritchie (2009)
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 29-30 (2015) (2015)
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The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 1-12 (2015) (2015)
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35 |
Case Study Research in Applied Linguistics
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-5 (2015) (2015)
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36 |
Effects of Output and Note-Taking on Noticing and Interlanguage Development
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 19-36 (2015) (2015)
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37 |
Multilingual Competence
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 55-56 (2015) (2015)
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Acculturation, Interpersonal Networks, and the Learner’s Sense of Self: The Effects of Social Relationships on Second Language Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-30 (2015) (2015)
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What’s the Hardest Part of edTPA?
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 27-27 (2015) (2015)
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Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-5 (2015) (2015)
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